π― Formative assessment increases the amount of learning that happens in your lessons & shrinks the gap between low- and high-achieving students
π§βπ³ But how can we bake it into our teaching?
π A thread that walks you through how I structure my #physed lessons to achieve this.
π§βπ³ But how can we bake it into our teaching?
π A thread that walks you through how I structure my #physed lessons to achieve this.
π Let's start off with a quick definition:
π― Formative assessment refers to "frequent and ongoing ways to check studentsβ progress towards mastery."
π£ H/T @rickwormeli2
π― Formative assessment refers to "frequent and ongoing ways to check studentsβ progress towards mastery."
π£ H/T @rickwormeli2
βΎοΈ The lesson I'm about to walk you through is from my Striking & Fielding Games unit. I run this unit as part of my G6 #physed curriculum.
π― The unit is built around the following @SHAPE_America grade-level outcomes.
π You can learn all about it here: thephysicaleducator.com/2020/11/23/theβ¦
π― The unit is built around the following @SHAPE_America grade-level outcomes.
π You can learn all about it here: thephysicaleducator.com/2020/11/23/theβ¦
πΊ Based on those outcomes, I created a Learning Roadmap (qualitative rubric) for the unit.
π― This specific lesson focuses on the outcomes highlighted here (w/ emphasis on striking the ball to open space).
π Learn more about Learning Roadmaps here: thephysicaleducator.com/2020/01/21/howβ¦
π― This specific lesson focuses on the outcomes highlighted here (w/ emphasis on striking the ball to open space).
π Learn more about Learning Roadmaps here: thephysicaleducator.com/2020/01/21/howβ¦
π Here is a visual overview of the different elements that went into this lesson.
βοΈ Some details on the lesson:
#οΈβ£ This is the second lesson in the unit.
π₯ Students: 28-30
β° Duration: 75min
π€Ώ Let's dive into the lesson:
βοΈ Some details on the lesson:
#οΈβ£ This is the second lesson in the unit.
π₯ Students: 28-30
β° Duration: 75min
π€Ώ Let's dive into the lesson:
β‘οΈ INSTANT ACTIVITY
βΎοΈ I had students start off by playing catch in small groups.
π Throwing/catching weren't assessed in the unit but were essential for "performing the correct defensive play"
π¬ Catch gave kids a chance to get comfortable & me time to check in w/ everyone.
βΎοΈ I had students start off by playing catch in small groups.
π Throwing/catching weren't assessed in the unit but were essential for "performing the correct defensive play"
π¬ Catch gave kids a chance to get comfortable & me time to check in w/ everyone.
π‘ WHAT/WHY/HOW
π¬ I then brought everyone in to introduce the lesson with a What/Why/How discussion.
π‘ What are we learning today?
π― Why are we learning it?
π How will we know we have learned it?
π Learn more about What/Why/How discussions: thephysicaleducator.com/2014/11/24/whaβ¦
π¬ I then brought everyone in to introduce the lesson with a What/Why/How discussion.
π‘ What are we learning today?
π― Why are we learning it?
π How will we know we have learned it?
π Learn more about What/Why/How discussions: thephysicaleducator.com/2014/11/24/whaβ¦
π₯ WALK & TALK
πΆ To help students activate prior knowledge, I had them pair up and engage in a Walk & Talk discussion.
π The focus: "What are the offensive and defensive goals in striking and fielding games?"
π© H/T to @andyvasily for teaching me about Walk & Talks!
πΆ To help students activate prior knowledge, I had them pair up and engage in a Walk & Talk discussion.
π The focus: "What are the offensive and defensive goals in striking and fielding games?"
π© H/T to @andyvasily for teaching me about Walk & Talks!
𧲠ASSESSMENT MAGNETS
π Following our Walk & Talk debrief, I invited students to self-assess their ability to strike the ball to open space.
π They did so by placing their magnet under the Learning Roadmap level that best described their current level of mastery.
π Following our Walk & Talk debrief, I invited students to self-assess their ability to strike the ball to open space.
π They did so by placing their magnet under the Learning Roadmap level that best described their current level of mastery.
π PS: You can learn more about how these assessment magnets work and how I use them in my teaching by checking out the following blog post:
π Plickers Assessment Magnets thephysicaleducator.com/2017/05/03/pliβ¦
π Plickers Assessment Magnets thephysicaleducator.com/2017/05/03/pliβ¦
βΎοΈ RACE TO THE BASES (Build One)
π¬ Now it's time to play! I break down Race To The Bases by introducing the first build of the game.
π Students are then grouped and sent off to their playing areas. Once there, they may begin to play.
π¬ Now it's time to play! I break down Race To The Bases by introducing the first build of the game.
π Students are then grouped and sent off to their playing areas. Once there, they may begin to play.
π¬ TACTICAL TALK
π While students are playing the game in small groups, I'm visiting each group and engaging in tactical talk.
π― The goal: to prod students' understanding, elicit responses that help me know where they are at and provide "just-in-time" instruction.
π While students are playing the game in small groups, I'm visiting each group and engaging in tactical talk.
π― The goal: to prod students' understanding, elicit responses that help me know where they are at and provide "just-in-time" instruction.
π Working group-by-group helps me maximize activity/practice time.
π It also reduces the chances of me only hearing from certain students as engagement is higher in small group conversations.
βΎοΈ As I visit each group, I also introduce build two of the game.
π It also reduces the chances of me only hearing from certain students as engagement is higher in small group conversations.
βΎοΈ As I visit each group, I also introduce build two of the game.
π SPACE SHEET
π¬ Once each group has had time to grapple with build two, I bring everyone in to review what came out of the Tactical Talks we had.
π― I also introduce the Space Sheet: a self-assessment tool designed to help students make sense of their performance/progress.
π¬ Once each group has had time to grapple with build two, I bring everyone in to review what came out of the Tactical Talks we had.
π― I also introduce the Space Sheet: a self-assessment tool designed to help students make sense of their performance/progress.
βΎοΈ RACE TO THE BASES (Build Three)
π Students are then invited to go back to their play area and explore the third build of the game.
βοΈ As they do so, they complete their "Space Sheet" assessment (which I will collect, scan, and add to their digital portfolios later)
π Students are then invited to go back to their play area and explore the third build of the game.
βοΈ As they do so, they complete their "Space Sheet" assessment (which I will collect, scan, and add to their digital portfolios later)
π PS: You can learn more about how I create/maintain digital portfolios in the following blog post.
β¬οΈ Side note: if the gifs in the post don't load, just click on them and they'll open in a new tab.
π Physical Education Student Portfolios: thephysicaleducator.com/2017/02/21/creβ¦
β¬οΈ Side note: if the gifs in the post don't load, just click on them and they'll open in a new tab.
π Physical Education Student Portfolios: thephysicaleducator.com/2017/02/21/creβ¦
π₯΅ While the students are learning & playing, I'm working my butt off!
π£ Providing feedback
π Adding modifications where needed
π¬ Engaging in more tactical talk
π― Updating my gradebook
π Learn more about how I maintain my #physed gradebooks here: thephysicaleducator.com/2019/09/15/meaβ¦
π£ Providing feedback
π Adding modifications where needed
π¬ Engaging in more tactical talk
π― Updating my gradebook
π Learn more about how I maintain my #physed gradebooks here: thephysicaleducator.com/2019/09/15/meaβ¦
𧲠ASSESSMENT MAGNETS
π Towards the end of the lesson (but really at any time) students are invited once again to update their assessment magnets.
π The act of physically moving a magnet towards the right (even if you don't change levels) is so satisfying for the kids!
π Towards the end of the lesson (but really at any time) students are invited once again to update their assessment magnets.
π The act of physically moving a magnet towards the right (even if you don't change levels) is so satisfying for the kids!
π₯ GOOGLE CLASSROOM EXIT CARD
π Finally, after I've debriefed the class & sent them on their way, I followed up w/ an exit card in the form of a Google Form shared via Classroom.
π‘ I used this to see if students understand the tactics explored in class.
π Finally, after I've debriefed the class & sent them on their way, I followed up w/ an exit card in the form of a Google Form shared via Classroom.
π‘ I used this to see if students understand the tactics explored in class.
π That's it for this lesson walkthrough!
π€― The lesson was designed with learning at the heart of every element and multiple venues for formative assessment:
π― Learning Targets
𧲠Assessment Magnets
π¬ Tactical Talk
π Self-Assessment Sheets
π― Gradebooks
π Exit Cards
π€― The lesson was designed with learning at the heart of every element and multiple venues for formative assessment:
π― Learning Targets
𧲠Assessment Magnets
π¬ Tactical Talk
π Self-Assessment Sheets
π― Gradebooks
π Exit Cards
π By increasing the number and variety of formative assessment opportunities in the lesson, we can maximize student learning.
π§ And by being intentional with how we bake it all in, we ensure that students have meaningful experiences in #physed.
π§ And by being intentional with how we bake it all in, we ensure that students have meaningful experiences in #physed.
βΎοΈ Want to bring this unit to your program? Find all of the resources I created for it in my Striking & Fielding Games Teacher Pack. This includes:
βΎοΈ Game Sheets
π― Assessment Tools
πΊ Learning Roadmap
π¦ Unpacked Outcomes
π± Numbers Gradebook
π Link: thephysicaleducator.com/shop/striking-β¦
βΎοΈ Game Sheets
π― Assessment Tools
πΊ Learning Roadmap
π¦ Unpacked Outcomes
π± Numbers Gradebook
π Link: thephysicaleducator.com/shop/striking-β¦
β€οΈ If you enjoyed this thread:
π₯ Follow me @phys_educator
π Hop back to the top of the thread and share it with others.
... and if you want to keep learning with me:
π§ Subscribe to my newsletter: eepurl.com/XO3K9
π₯ Follow me @phys_educator
π Hop back to the top of the thread and share it with others.
... and if you want to keep learning with me:
π§ Subscribe to my newsletter: eepurl.com/XO3K9
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